1. ILLUSTRATING INTEGERS
Mrs. Nighs

2. INTRODUCTION TO INTEGERS
Mrs. Nighs

3. INTRODUCTION TO INTEGERS
Integers are positive and negative numbers.
…, -6, -5, -4, -3, -2, -1, 0, +1, +2, +3, +4, +5, +6, …
Each negative number is paired with a positive number the same distance from 0 on a number line. -3 -2 -1 1 2 3
Mrs. Nighs

4. INTRODUCTION TO INTEGERS
We can represent integers using red and yellow counters.
Red tiles will represent negative integers, and yellow tiles will represent positive integers.
Negative integer
Positive integer
Mrs. Nighs

5. INTRODUCTION TO INTEGERS
The diagrams below show 2 ways to represent -3.
Represent -3 in 2 more ways. -3 -3
-5+2
Mrs. Nighs

6. INTRODUCTION TO INTEGERS
Students may represent -3 by using 3 red tiles and any number of groups of +1 and -1 tiles
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7. INTRODUCTION TO INTEGERS
Tell which integer each group of tiles represents. +1 -2 +2
ANSWER
Mrs. Nighs

8. INTRODUCTION TO INTEGERS
If there are the same number of red tiles as yellow tiles, what number is represented?
It represents 0.
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9. ADDITION AND SUBTRACTION
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10. ADDING INTEGERS We can model integer addition with tiles.
Represent -2 with the fewest number of tiles
Represent +5 with the fewest number of tiles.
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11. ADDING INTEGERS
What number is represented by combining the 2 groups of tiles?
Write the number sentence that is illustrated.
= +3 +3
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12. = -5 + ADDING INTEGERS Use your red and yellow tiles to find each sum.
= ?
ANSWER
= -5 +
= -5
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13. + - 4 = +1 = + ADDING INTEGERS -6 + +2 = ? -3 + +4 = ? -6 + +2 = -4
= ?
ANSWER + =
- 4
= -4
= ?
ANSWER = +1 +
= +1
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14. SUBTRACTING INTEGERS +3 +3
We often think of subtraction as a “take away” operation.
Which diagram could be used to compute
= ? +3 +3
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15. SUBTRACTING INTEGERS
This diagram also represents +3, and we can take away +5.
When we take 5 yellow tiles away, we have 2 red tiles left.
We can’t take away 5 yellow tiles from this diagram. There is not enough tiles to take away!!
Mrs. Nighs

16. SUBTRACTING INTEGERS -2 - -4 = ?
Use your red and yellow tiles to model each subtraction problem.
= ?
ANSWER
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17. -2 - -4 = +2 SUBTRACTING INTEGERS Now you can take away 4 red tiles.
2 yellow tiles are left, so the answer is…
This representation of -2 doesn’t have enough tiles to take away -4.
Now if you add 2 more reds tiles and 2 more yellow tiles (adding zero) you would have a total of 4 red tiles and the tiles still represent -2.
= +2
Mrs. Nighs

18. SUBTRACTING INTEGERS
Work this problem.
= ?
ANSWER
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19. +3 - -5 = +8 SUBTRACTING INTEGERS
Add enough red and yellow pairs so you can take away 5 red tiles.
Take away 5 red tiles, you have 8 yellow tiles left.
= +8
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20. SUBTRACTING INTEGERS
Work this problem.
= ?
ANSWER
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21. -3 - +2 = -5 SUBTRACTING INTEGERS
Add two pairs of red and yellow tiles so you can take away 2 yellow tiles.
Take away 2 yellow tiles, you have 5 red tiles left.
= -5
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22. SUBTRACTING INTEGERS
A fact family gives 4 true equations using the same 3 numbers.
For example:
7 + 8 = 15
8 + 7 = 15
15 – 7 = 8
15 – 8 = 7
All of these statements are true.
Mrs. Nighs

23. SUBTRACTING INTEGERS We can also use fact family with integers.
Use your red and yellow tiles to verify this fact family:
= +5
= +5
= -3
= +8
Mrs. Nighs

24. INTEGERS AND MULTIPLICATION
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25. MULTIPLICATION
Red and yellow tiles can be used to model multiplication.
Remember that multiplication can be described as repeated addition.
So 2 x 3 = ?
2 groups of 3 tiles = 6 tiles
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26. MULTIPLICATION
2 x -3 means 2 groups of -3
2 x -3 = -6
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27. MULTIPLICATION
Since 2 x 3 = 6 and 3 x 2 = 6, does it make sense that -3 x 2 = -6 ?
-3 x 2 = -6 is true.
+2 x -3 = -6 and -3 x +2 = -6 belong to a fact family:
+2 x -3 = -6
-3 x +2 = -6
-6 ÷ +2 = -3
-6 ÷ -3 = +2
Mrs. Nighs

28. MULTIPLICATION
Use your tiles to model each multiplication problem.
+2 x +4 = ?
2 groups of +4
ANSWER
+2 x +4 = +8

29. MULTIPLICATION +3 x -3 = -9 +3 x -3 = ? 3 groups of -3 ANSWER
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30. MULTIPLICATION -2 x +4 = -8 -2 x +4 = ? 4 groups of -2
ANSWER
4 groups of -2
-2 x +4 = -8
Use the fact family for
-2 x +4 = ?  We can’t show -2 groups of +4
+4 x -2 = ? we can show 4 groups of -2
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31. MULTIPLICATION +1 x +3 = +3 -1 x +3 = -3 +1, -1 are opposites
the products are opposite
Since +2 and -2 are opposites of each other,
+2 x -3 and -2 x -3 have opposite products.
Mrs. Nighs

32. MULTIPLICATION
To model -2 x -3 use 2 groups of the opposite of -3
-2 x -3 = +6
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33. MULTIPLICATION -3 x -4 = +12 Use tiles to illustrate -3 x -4 =?
ANSWER
3 groups of +4 (the opposite of -4)
-3 x -4 = +12
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34. INTEGERS AND DIVISION
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35. Divide 12 yellow tiles into 3 equal groups
DIVISION
Use tiles to model +12 ÷ +3 = ?
4 yellow tiles in each group.
Divide 12 yellow tiles into 3 equal groups
+12 ÷ +3 = +4
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36. Divide -15 into 5 equal groups
DIVISION
Use tiles to model -15 ÷ +5 =?
Divide -15 into 5 equal groups
-15 ÷ +5 = -3
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37. DIVISION Write the fact family -4 x +2 = -8 Compare your answer.
-8 ÷ +2 = -4
-8 ÷ -4 = +2
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38. DIVISION Now try these! Use red and yellow tiles to find each answer.
1) ) +3 x -4
2) ) -5 x -2
3) ) -12 ÷ +6
4) ) -8 ÷ +2
ANSWER
Mrs. Nighs

39. DIVISION
1) -2 + -8
= -10
2) +6 + -4
= +2
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40. DIVISION
3) -5 - +4
= -9
4) -6 - -7
= +1
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41. 5 groups of the opposite of -2
DIVISION
5) +3 x -4
= -12
6) x
= +10
5 groups of the opposite of -2
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42. DIVISION 7) -12 ÷ +6 = -2 8) -8 ÷ +2 = -4
-12 divided into 6 equal groups
7) ÷ +6
= -2
8) -8 ÷ +2
= -4
-8 divided into 2 equal groups
Mrs. Nighs

43. Rules for Adding and Subt. Integers
When signs are the same add integers keep sign.
When signs are different subtract. Bigger number gets the sign.

44. Multiply Integers Signs are the same answer is always positive
Signs different the answer is always negative.